BA2 explain the causes of unequal access to mobile phone services its impact on lifestyles and life chances
STARTER:
Consider life without a mobile phone. Are individuals who for some reason don’t/can’t use a mobile phone disadvantaged? What do they miss out on? Is this necessarily a bad thing?
TASK: Barriers to Access
In software of your choice (possibly a PowerPoint slide or Publisher (poster)) create a list/MindMap of the causes of unequal access to mobile phone services.
On separate slides, provide examples of each category you have thought of.
You may work in pairs (print 2 copies)
TASK 2: Haves & Have Nots
Consider how not being able to use a mobile phone for whatever reason impacts on an individual’s quality of life and life chances, e.g. their access to goods and services, entertainment, opportunities for interacting, keeping in touch and socialising.
What are their knock-on effects for education and training, health and well-being, employment opportunities?
In your PowerPoint/Poster, summarise your thoughts then suggest three ways of helping a particular groups of ‘have nots’.
PLENARY:
Next lesson and catch up....
Friday, 28 March 2014
Wednesday, 26 March 2014
CA Act1 Reviewing a Digital Product
BA2 understand the importance of the design review process by evaluating and criticising an existing digital product
ON ENTRY:
Consider the following question:
Come and stick your work on the wall in the correct area in the room.
TASK:
In the shared exam folder (Unit 4 CAB May 2013) there are 2 files for you to write up today's findings from all 3 of the sections you have covered.
Decide which one you wish to use - One has guidelines, the other does not.
To reach the higher grades you should be pushing yourself to use higher writing skills.
Challenge yourslef to 200+ words per section...
PLENARY:
HOQ: We have thought today about Strengths, Weaknesses and Improvements. What other areas are there to think about when designing a product, if any...?
How well do you believe you have achieved today's Objective?
On your post-it note, explain one thing that you have learnt about the design review process and will be able to take it away with you from today's lesson.
ON ENTRY:
Consider the following question:
"The most common form of feedback is 'it's good'. If a product is only 'good', would you still buy it?"
STARTER:
You will be reviewing: http://www.bbc.co.uk/cbeebies/ during this lesson.
You have 12 minutes to review 1 of the following factors of the Cbeebies website
You will be reviewing: http://www.bbc.co.uk/cbeebies/ during this lesson.
You have 12 minutes to review 1 of the following factors of the Cbeebies website
- Strengths
- Weaknesses
- Improvements
Come and stick your work on the wall in the correct area in the room.
TASK:
In the shared exam folder (Unit 4 CAB May 2013) there are 2 files for you to write up today's findings from all 3 of the sections you have covered.
Decide which one you wish to use - One has guidelines, the other does not.
To reach the higher grades you should be pushing yourself to use higher writing skills.
Challenge yourslef to 200+ words per section...
PLENARY:
HOQ: We have thought today about Strengths, Weaknesses and Improvements. What other areas are there to think about when designing a product, if any...?
How well do you believe you have achieved today's Objective?
On your post-it note, explain one thing that you have learnt about the design review process and will be able to take it away with you from today's lesson.
I really do not understand at all!
|
I think, with help, I could explain
the design review process
|
I could explain the design review
process confidently
|
I could explain the main areas of the
design review process and suggest other ideas too!
|
Monday, 24 March 2014
TB1L9 Business Phones
BA2 describe the use of Business Mobile Phones by analysing how their usage impacts on work/life balance
On Entry - What is meant by Business Phone and Work/Life balance?
STARTER:
Why do you think a Blackberry can make so much difference?
2 minute Pair/Share - Be prepared to feedback on your partners ideas...
TASK 2:
Complete Business Phones Year 9 found in O:\ICT\GCSE ICT Year 9 2013\TB1
Think of possible drawbacks to the organisation of equipping employees with Blackberries.
EXT:
Using your learning from prior lessons, consider how mobile phones could be used to monitor an employee’s activities...
Prior Learning:
Lesson 1 – features of phones
Lesson 4 – an employed adult’s phone usage
Lesson 6 – applications of Bluetooth technology
Lesson 7 – legal and other restrictions on phone usage
Lesson 8 – security risks posed by mobile phones.
Print and Show me + Collection of Homework
PLENARY: Work/Life Balance
What do you think about someone who takes their work mobile phone away with them on holiday?
In pairs, think about what professionals need to do to strike the right balance.
Post your answers as a comment on THIS post. Remember to select Name/URL as your profile and only include your FIRST names only on your post
EXT: Consider other's views and comment on their posts...
STARTER:
 |
| Blackberry logo |
‘Research indicates that Blackberries significantly improve business effectiveness, responsiveness and customer service.’
Why do you think a Blackberry can make so much difference?
2 minute Pair/Share - Be prepared to feedback on your partners ideas...
TASK 1:
Using the answers you have just discussed work in groups of 2 or 3 to investigate business phones such as the Blackberry. Consider the following:
- What features do they have that make them particularly suitable for business use?
- What can’t they do?
- How can equipping an employee with a business phone make them more productive?
TASK 2:
Business phones can make employees more productive but at what cost?
Complete Business Phones Year 9 found in O:\ICT\GCSE ICT Year 9 2013\TB1
Think of possible drawbacks to the organisation of equipping employees with Blackberries.
EXT:
Using your learning from prior lessons, consider how mobile phones could be used to monitor an employee’s activities...
Prior Learning:
Lesson 1 – features of phones
Lesson 4 – an employed adult’s phone usage
Lesson 6 – applications of Bluetooth technology
Lesson 7 – legal and other restrictions on phone usage
Lesson 8 – security risks posed by mobile phones.
Print and Show me + Collection of Homework
PLENARY: Work/Life Balance
What do you think about someone who takes their work mobile phone away with them on holiday?
In pairs, think about what professionals need to do to strike the right balance.
Post your answers as a comment on THIS post. Remember to select Name/URL as your profile and only include your FIRST names only on your post
EXT: Consider other's views and comment on their posts...
Friday, 21 March 2014
TB1 Checkpoint
BA2 recognise your progress made and appreciate what you have left to complete to reach your target level
TASKS:
TASKS:
- Collect your folder from the front of the class
- Collect a Green Pen
- Using the Green Pen, complete the front sheet attached to your work, to the best of your ability
- Again, using the Green Pen, complete any work that you have given in that is incomplete
- Common missing work:
- Tables you have completed
- Analysis of the spreadsheet work - What do your results tell you?
- Correct things that do not make sense!
- Posters (use pencils and colours obviously!)
- Understand what your target grade is for Year 9, and what your current level is
- Make a note on your front sheet on how you are going to reach your target grade!
Tuesday, 25 February 2014
CA Activity 1 - Database
BA2 identify the key requirements for the third section of the Controlled Assessment by adding, searching and reporting on a Database
The artist database stores information about artists who might be available to perform at your festival.
You will need to add some artists of your own choice to the database.
You will need to select the artists from the database that suit the preferred music genres of your target audience.
TASK 1:
Find details for between three and five more artists and add them to the database. These artists can be people that you know.
TASK2:
You must create a list of the artists you require for the festival. Festivals UK’s booking agent will use this list to try to book them.
The list of artists must:
To export your logo ready for your report you need to go to File > Export and select PNG and 32 Bit Depth if you want it transparent
TASK 3:
Make sure that your Sources Table has all of the artist added to it that you added to your database
TASK 4: Screenshots you must have in your review (you may end up having more):
Complete your Review document for the Datbase section
The artist database stores information about artists who might be available to perform at your festival.
You will need to add some artists of your own choice to the database.
You will need to select the artists from the database that suit the preferred music genres of your target audience.
TASK 1:
Find details for between three and five more artists and add them to the database. These artists can be people that you know.
TASK2:
You must create a list of the artists you require for the festival. Festivals UK’s booking agent will use this list to try to book them.
The list of artists must:
- include between five and ten artists that suit your target audience
- be grouped or sorted so that it is easy for the booking agent to use
- include the logo and strapline for your festival
- include a sensible title and column headings
- include relevant fields so that the agent can discuss the booking
- be easy to read on screen, avoiding unnecessary scrolling or extra pages.
To export your logo ready for your report you need to go to File > Export and select PNG and 32 Bit Depth if you want it transparent
 |
| Exporting from DrawPlus as a PNG |
TASK 3:
Make sure that your Sources Table has all of the artist added to it that you added to your database
TASK 4: Screenshots you must have in your review (you may end up having more):
Complete your Review document for the Datbase section
- 5 new entries to the database
- First (basic) search/query
- Results of first query
- Adapted second (advanced) query (2 or more criteria)
- Results of second query
- Sort query results
- How you did it
- Report of the query
Wednesday, 5 February 2014
TB2L8 Can You See What it is Yet?
BA2 breakdown the components of a movie clip by producing a full storyboard
STARTER:
Storyboards allow you to visualise and fine-tune key frames in a shoot before filming or editing.
Why? - Think, Pair, Share...
TASK:
So what kind of Digital Products do you think would benefit from a design document such as a Timeline Storyboard?
Using the resource: O:\ICT\GCSE ICT Unit 3\TB2 B\Timeline StoryBoard develop a storyboard for a 5 minute movie of your choice.
Rules:
This video may help you!!!
There is a selection of trailers for you to follow, if you need help, in: O:\ICT\GCSE ICT Unit 3\TB2 B\Trailers
PLENARY:
Where else have you seen storyboards in use? Discuss in pairs, be prepared to feedback!
HWK:
ShowMyHomework
STARTER:
Storyboards allow you to visualise and fine-tune key frames in a shoot before filming or editing.
Why? - Think, Pair, Share...
TASK:
So what kind of Digital Products do you think would benefit from a design document such as a Timeline Storyboard?
Using the resource: O:\ICT\GCSE ICT Unit 3\TB2 B\Timeline StoryBoard develop a storyboard for a 5 minute movie of your choice.
Rules:
- The theme of the movie can be your choice (action/adventure/sports/rom com etc)
- It can be an original idea or a film you have seen
- You can develop a 'whole movie' or just the trailer for it, but it must have a coherent storyline
- It should last between 4 and 5 minutes
- Your designs should be hand drawn
- You need to list the time that the scene lasts (and the overall movie time) as well as briefly describing any audio, special effects and scene transition that happens
 |
| An example of a hand drawn storyboard |
This video may help you!!!
There is a selection of trailers for you to follow, if you need help, in: O:\ICT\GCSE ICT Unit 3\TB2 B\Trailers
PLENARY:
Where else have you seen storyboards in use? Discuss in pairs, be prepared to feedback!
HWK:
ShowMyHomework
Monday, 13 January 2014
TB2L7 Thinking in Pictures
BA2 define what a moodboard is and how it can be used to help develop a Digital product by creating one yourself
STARTER:
Before you start on any detailed design work you must create a moodboard. This is where you communicate your initial design ideas for your Product. You should use it to get feedback from your testers. Use the comment section of this post to submit your current understanding
TASK:
Imagine Hamble College is launching a new site directed purely at the students, and you are in charge of designing it.
NOTE: Don’t forget to label your Moodboard with the adjectives you have chosen to work with
EMAIL: Your documents to me so that I can have them printed in colour for you lfenner@hamblecollege.co.uk
Examples of professional moodboards:
Examples of student moodboards:
PLENARY:
Designing loosely lets you brainstorm, explore and play with different styles without all the limitations a layout (and coding realities) will later impose. They also keep revision cycles to a minimum, as you can get feedback very early on in the design process.
Revisit and comment on your original posts to re-evaluate what you now know about moodboards
HWK: Bring in any material/magazines/pictures that you might be able to use on your moodboard next lesson
STARTER:
Before you start on any detailed design work you must create a moodboard. This is where you communicate your initial design ideas for your Product. You should use it to get feedback from your testers. Use the comment section of this post to submit your current understanding
- What is a moodboard?
- What goes on a moodboard?
- What does not go on a moodboard?
TASK:
Imagine Hamble College is launching a new site directed purely at the students, and you are in charge of designing it.
Your Moodboard will be a loose collage to convey the type of look and feel you are going for. It can be thrown together quickly and does not force you to make decisions about smaller details such as fonts or specific colours.
Before starting you need to come up with a list of adjectives for each board. An example might be:
- Dark, glossy, slick, modern, edgy, hard, aggressive
- Soft, muted, round, layered, elegant, realistic
- Colorful, rough, sketchy, bright, illustration
These adjectives serve as guidelines to pull together the elements. The words (and boards) should have strong differences, including a wide range of styles.
Once you have your adjectives you can start getting creative:
- Grab bits of inspiration from anywhere you choose
- Scan in things you find around you or search online for suitable pictures and textures
- Sometimes it is helpful to include screenshots of other sites with a similar look and feel
- Photogrpah colours/textures you notice around you
Use the Moodboard_list in O:\ICT\GCSE ICT Unit 3\TB2 B if you are still unsure
NOTE: Don’t forget to label your Moodboard with the adjectives you have chosen to work with
Examples of professional moodboards:
PLENARY:
Designing loosely lets you brainstorm, explore and play with different styles without all the limitations a layout (and coding realities) will later impose. They also keep revision cycles to a minimum, as you can get feedback very early on in the design process.
Revisit and comment on your original posts to re-evaluate what you now know about moodboards
HWK: Bring in any material/magazines/pictures that you might be able to use on your moodboard next lesson
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